QU ALIFICAT ION HAN D B O OK
Level 2 Certificate in
Equality and Diversity
(5549)
July 2015 Version 3.0
Qualification at a glance
Subject area
Equality and Diversity
City & Guilds number
5549-02
Age group approved
All
Entry requirements
Level 2
Assessment
Portfolio
Fast track
Available
Support materials
Centre handbook
Candidate logbook
Registration and
certification
Consult the Walled Garden/Online
Catalogue for last dates
Title and level
Level 2 Certificate in Equality and
Diversity
2
City & Guilds
number
5549-02
Accreditation
number
601/4183/9
Version and date
2.1 September
2014
Change detail
Section
3.0 July 2015
General formatting update
throughout
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Contents
1
Introduction
Structure
Centre requirements
Approval
4
5
6
6
Resource requirements
6
3
Learner entry requirements
Delivering the qualification
Initial assessment and induction
7
8
8
4
Recommended delivery strategies
Assessment
Summary of assessment methods
8
10
10
5
Evidence requirements for portfolio assessed units
Units
10
13
Unit 201
Equality and diversity in society
14
Unit 202
Equality and diversity in the community
21
Unit 203
Equality and diversity in the workplace
25
Appendix 1
Sources of general information
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1
Introduction
This document tells you what you need to do to deliver the qualification:
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Area
Description
Who is the
qualification for?
This qualification is designed for adult and young
learners pre16 and older.
It is for those in work or looking to secure
employment, or those looking to improve their
understanding of equality & diversity as part of a
learning/induction programme.
What does the
qualification cover?
This qualification was created to support the
development and raise the awareness of issues
concerned with equality & diversity.
The learner is encouraged to consider the issues
surrounding equality & diversity in society, their
community and in the work place.
What opportunities
for progression are
there?
This qualification can benefit individuals looking for
employment in all sectors.
Gaining awareness of issues surrounding equality
and diversity would benefit and improve the
employability of an individual in any profession.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Structure
To achieve the Level 2 Certificate in Equality and Diversity learners must
complete three mandatory units for 18 credits.
Unit
City &
accreditation Guilds
number
unit
number
Unit title
Credit
value
Unit
Level
Excluded
combination
of units (if
any)
Mandatory
D/506/2234
201
Equality and
diversity in
society
6
2
N/A
H/506/2235
202
Equality and
diversity in
the
community
6
2
N/A
K/506/2236
203
Equality and
diversity in
the
workplace
6
2
N/A
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
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2
Centre requirements
Approval
This section outlines the approval processes for Centres to offer these
qualifications and any resources that Centres will need in place to offer the
qualifications including qualification-specific requirements for Centre staff.
Centre staff should familiarise themselves with the structure, content and
assessment requirements of the qualifications before designing a course
programme.
Centres already offering City & Guilds 7546 or 5546 or 3803 or
3807 or 4807 qualifications
Centres approved to offer the 7546 or 5546 or 3803 or 3807 or 4807
qualifications will receive automatic approval to run the 5549 qualification.
Centres not already offering City & Guilds 7546 or 5546 or
3803 or 3807 or 4807 qualifications
To offer the 5549 qualification, new centres will need to gain both centre
and qualification approval. Please refer to the Centre Manual for further
information.
Resource requirements
This section outlines the approval processes for Centres to offer these
qualifications and any resources that Centres will need in place to offer the
qualifications including qualification-specific requirements for Centre staff.
Centre staff should familiarise themselves with the structure, content and
assessment requirements of the qualifications before designing a course
programme.
Human resources
To meet the quality assurance criteria for these qualifications the centre
must ensure that the following internal roles are undertaken:
 quality assurance co-ordinator
 trainer/tutor
 assessor
 internal quality assurer (this can be the same person as the quality
assurance co-ordinator).
Teachers in Wales and Northern Ireland should be guided by current
government policy.
Centre staff may undertake more than one role, eg tutor and assessor or
internal quality assurer, but must never internally quality assure their own
assessments.
Trainer/tutors must be competent and confident to a level above that which
they are assessing.
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Assessors and Internal Quality Assurer
While the Assessor/Verifier (A/V) units are valued as qualifications for
centre staff, they are not currently a requirement for these qualifications.
However, staff should hold, or be working towards, teaching/training
qualifications and have sufficient experience and/or qualifications for
competent delivery and assessment of the unit.
Continuing professional development (CPD)
Centres must support their staff to ensure that they have current
knowledge of the occupational area, that delivery, mentoring, training,
assessment and verification is in line with best practice, and that it takes
account of any national or legislative developments.
Learner entry requirements
Learners should not be entered for a qualification of the same type, content
and level as that of a qualification they already hold.
There are no formal entry requirements for learners undertaking these
qualifications. However, centres must ensure that learners have the
potential and opportunity to achieve the qualifications successfully.
Please see Section 5 of this document, Course design and delivery, which
offers guidance on initial assessment.
Age restrictions
These qualifications are suitable for the 14-16, 16-18, 18+ and 19+ age
ranges ie for both young people and adults.
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Delivering the qualification
An initial assessment of each learner should be made before the start of
their programme to identify:
 if the learner has any specific training needs,
 support and guidance they may need when working towards their
qualification.
 any units they have already completed, or credit they have
accumulated which is relevant to the qualification.
We recommend that centres provide an induction programme so the
learner fully understands the requirements of the qualification, their
responsibilities as a learner, and the responsibilities of the centre. This
information can be recorded on a learning contract.
Initial assessment and induction
Centres will need to make an initial assessment of each learner prior to the
start of his/her programme to ensure he/she is entered for an appropriate
type and level of qualification.
The initial assessment should identify:
 specific training needs the learner has, and the support and guidance
he/she may require when working towards his/her qualifications. This is
sometimes referred to as diagnostic testing.
 units the learner has already completed, or credit he/she has
accumulated which is relevant to the qualifications he/she is about to
begin.
City & Guilds recommends that centres provide an induction programme to
ensure the learner fully understands the requirements of the qualifications
he/she will work towards, his/her responsibilities as a learner and the
responsibilities of the centre. It may be helpful to record the information on
a learning contract.
Recommended delivery strategies
Centre staff should familiarise themselves with the structure, content and
assessment requirements of the qualifications before designing a course
programme.
Centres may design course programmes of study in a way that:
 best meets the needs and capabilities of their learners
 satisfies the requirements of the qualifications.
Centres may deliver this qualification on a full-time or part-time basis.
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City & Guilds recommends that centres address the wider curriculum,
where appropriate, when designing and delivering the course. Centres
should also consider links to the Essential/Functional Skills and other
related qualifications.
Centres may wish to include topics as part of the course programme which
will not be assessed through the qualifications.
Candidates and centres may decide to use a paper-based or electronic
method of recording evidence.
City & Guilds endorses several ePortfolio systems, including our own,
Learning Assistant, an easy-to-use and secure online tool to support and
evidence learners’ progress towards achieving qualifications. Further
details are available at: www.cityandguilds.com/eportfolios.
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4
Assessment
Summary of assessment methods
All the units are assessed by learner portfolio of evidence.
Time constraints
All evidence must be completed and assessed within the learners’ period of
registration. Centres should advise learners of any internal timescales for
the completion and marking of individual portfolios.
Evidence requirements for portfolio assessed units
All the units are assessed by learner portfolio. The portfolio is the term
given to the collection of evidence which shows that the learner has met
the assessment criteria.
Usually evidence of learner performance will be derived from assessor
observation and/or testimony from an expert witness of the learner
carrying out activities in the learning and/or work environment.
Evidence is not required in a pre-set format and may be of many types and
from diverse sources.
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Examples of types of evidence include:
 learner statement
 notes
 letter
 email
 application form
 annotated or highlighted text
 action plan
 Individual Learning Plan (ILP)
 review and tutorial records
 report
 project plan
 job cards and advertisements
 diary
 worksheet
 calculations
 expenditure record
 audio/video recorded discussion/presentation/interview
 photograph
 assessor observation
 witness statement
 picture
 poster
 leaflets
 map
 product
 model
 sculpture
 screen dumps (print screen).
Please note that centres are not restricted to the types of evidence listed
above.
As no set level of literacy is required for entry to this qualification, learners
can demonstrate competence in different ways. For example, ‘list’ is an
item by item record and learners can:
 produce a handwritten or typed list
 list items orally (evidenced by audio, video or written record by
assessor or witness)
 tick or highlight a worksheet
 arrange word cards (evidenced by photograph or sticking cards on
paper)
 collect items (for portfolio or photograph).
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Except where the assessment strategy/qualification criteria for a specific
qualification states otherwise, videos or photographs of minors could be
used as the medium to present evidence as part of a portfolio for a
qualification. In these cases both the approved centre and the learner have
responsibilities in terms of meeting any child protection legislation and
seeking to safeguard the interests of the minor.
As a minimum, the approved centre must inform the learner that he/she
must:
 obtain written permission from the minor’s parent/guardian prior to
collecting the evidence and include this permission in the portfolio
 have a valid reason to use photographs or video recordings as part of
the evidence in the portfolio
 keep photographs or video recordings secure from unauthorised
access, whether stored electronically or in hard copy.
The approved centre must retain sufficient written records of compliance
with the above.
It is the responsibility of the approved centre to ensure that learners who
use images of minors as evidence for a qualification meet the requirements
of child protection legislation. As a minimum requirement, the approved
centre should stipulate the need for the learner to obtain the consent of the
minor’s parent or guardian prior to collecting the evidence.
It is important that it is clear that this is simply guidance as to best practice.
This is not advice as to how to ensure compliance with legislation.
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Units
Availability of units
Each of the units applicable to this qualification is set out in full on the
following pages of this handbook.
Structure of units
These units each have the following:
 City & Guilds reference number
 unit accreditation number (UAN)
 title
 level
 credit value
 guided learning hours (GLH)
 unit aim
 learning outcomes which are comprised of a number of assessment
criteria
 range (if applicable)
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 13
Unit 201
Equality and diversity in
society
UAN:
D/506/2234
Level:
2
Credit value:
6
GLH:
60
Aim:
The aim of this unit is to develop the
learner’s understanding of the effects of
stereotyping, prejudice and discrimination.
They will also start to understand the
different characteristics that make us who
we are.
Learning outcome
The learner will:
1. Understand what equality is.
Assessment criteria
The learner can:
1.1 describe what is meant by 'equality'
1.2 define the following terms:
a. stereotyping
b. prejudice
c. labelling
d. protected characteristics
e. equal opportunity
f. positive action
g. discrimination
h. discrimination by association
1.3 describe examples of equal opportunity within society
1.4 describe examples of inequality within society.
Range
1.1 equality – gender, sexual orientation, age, ethnicity, disability,
religion and belief.
1.3 society – employment, healthcare, education, public services,
housing.
1.4 inequality within society – employment, healthcare, education,
public services, housing.
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Learning outcome
The learner will:
2. Understand what diversity is.
Assessment criteria
The learner can:
2.1 describe what is meant by 'diversity'
2.2 identify diversity that exists within society, looking at:
 interests
 beliefs
 age
 lifestyles
 personal characteristics
 cultural identities
2.3 describe the contribution these variations make to the overall
diversity of society
2.4 describe how diversity enhances their own life
2.5 explain why it is important to respect the differences of individuals
2.6 describe how these differences should be respected
Range
2.1 diversity – gender, sexual orientation, age, ethnicity, disability,
religion and belief.
2.2 diversity within society – interests, beliefs, age, lifestyles,
personal characteristics, cultural identities.
Learning outcome
The learner will:
3. Understand the effects of stereotyping and labelling.
Assessment criteria
The learner can:
3.1 explain why some people stereotype others
3.2 describe the damaging effects stereotyping and labelling can have
on individuals
3.3 describe ways stereotyping is encouraged in society.
Range
3.3 stereotype – race, gender.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 15
Learning outcome
The learner will:
4. Understand the effects of prejudice and discrimination.
Assessment criteria
The learner can:
4.1 describe how people may develop prejudices
4.2 describe the types of discrimination and prejudices that can exist
in society
4.3 describe the difference between indirect and direct discrimination
4.4 give examples of indirect and direct discrimination
4.5 describe the effects that different types of discrimination can have
on individuals
4.6 describe the effects that different types of prejudice can have on
individuals.
Range
4.1 prejudice – media coverage, negative encounters, rumour/myth,
ignorance, intergenerational.
Learning outcome
The learner will:
5. Understand the ways in which people might choose to describe
themselves.
Assessment criteria
The learner can:
5.1 describe factors and characteristics that make a person who
they are, including:
 physical characteristics
 likes and dislikes
 values and beliefs
 personal interests
 religious and cultural
 geographical
5.2 describe what having ‘multiple identities’ means
5.3 describe their own multiple identities
5.4 describe the multiple identities of another person
5.5 illustrate how an individual can identify as belonging to a number
of different groups.
Range
5.1 factors and characteristics - physical characteristics, values and
beliefs, personal interests, religious and cultural , geographical.
5.2, 5.3 & 5.4 multiple identities – gender, sexual orientation, age,
ethnicity, disability, religion and belief.
5.5 groups – primary, secondary.
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Unit 201
Equality and diversity in
society
Supporting information
Guidance and Evidence
For criterion 1.1 the learner must describe what is meant by equality
eg ensuring individuals or groups of individuals are treated fairly and
equally and no less favourably, specific to their needs. Evidence may
be a written or verbal learner statement, an assessor record.
For criterion 1.2 the learner must define all the terms listed showing
an understanding of each. Evidence may be a written or verbal
learner statement, an assessor record.
For criterion 1.3 the learner must describe equality of opportunity
within society eg job opportunities and promotion, allocation of
housing in certain areas, access to health care provision and
education etc. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 1.4 the learner must describe inequality of opportunity
within society eg lack of disabled access in the workplace, age
restrictions on job opportunities, restrictions on use of public
services for certain sections of society etc. Evidence may be a written
or verbal learner statement, an assessor record.
For criterion 2.1 the learner must describe what is meant by
diversity eg the values, attitudes, cultures and life experiences of
different social groups within society. Evidence may be a written or
verbal learner statement, an assessor record.
For criteria 2.2 the learner must identify diversity within society.
Diversity can be described in terms of the society the learner lives in
and the differences within it. Evidence may be a written or verbal
learner statement, an assessor record.
For criteria 2.3 the learner must describe positive aspects of having
a diverse society eg recognising, valuing and respecting people’s
different backgrounds, knowledge, skills, needs and experiences and
encouraging and using those differences to learn from and develop
and to create a cohesive society that celebrates difference. Evidence
may be a written or verbal learner statement, an assessor record.
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For criteria 2.4 the learner must describe how diversity enhances
their own life in terms of learning or work or their everyday life eg an
employee of a company can learn different working methods from
someone from a different country. Evidence may be a written or
verbal learner statement, an assessor record.
For criteria 2.5 the learner must explain why it is important to
respect the differences of individuals eg fairness for all people
regardless of differences to ensure no one feels disadvantaged or
discriminated against. Evidence may be a written or verbal learner
statement, an assessor record.
For criteria 2.6 the learner must describe how to respect the
differences of individuals eg explore other cultures and gain an
understanding, avoid language that causes offence, respect cultures
and beliefs of friends, peers, co-workers, neighbours etc. Evidence
may be a written or verbal learner statement, an assessor record.
For criteria 3.1 the learner must explain why some people
stereotype others in terms of gender and race. Evidence may be a
written or verbal learner statement, an assessor record.
For criteria 3.2 the learner must describe the damaging effects
stereotyping and labelling can have on individuals. Damaging effects
can be in terms of work, learning or everyday life eg loss of selfconfidence and esteem, fear, exclusion, stress and health issues.
Evidence may be a written or verbal learner statement, an assessor
record.
For criteria 3.3 the learner must describe how stereotyping is
encouraged in society. Society can include the print media, internet,
TV or can be family or friends and can also include work or
education. Evidence may be a written or verbal learner statement, an
assessor record.
For criteria 4.1 the learner must describe how people may develop
prejudices eg influence from friends, family, the media, or their own
experiences or experiences of family or friends that may cause them
to develop prejudice and treat others unfairly. Evidence may be a
written or verbal learner statement, an assessor record.
For criteria 4.2 the learner must describe types of discrimination
and prejudices that can exist in society. eg someone being fired from
their job because of their age or not allocating housing to a person of
a certain race. Evidence may be a written or verbal learner
statement, an assessor record.
For criteria 4.3 the learner must describe the difference between
direct and indirect discrimination. Learners should relate their
description to current legislation and show an understanding of the
distinct differences in the two. Evidence may be a written or verbal
learner statement, an assessor record.
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For criteria 4.4 the learner must give examples of both direct and
indirect discrimination eg direct discrimination is when you are
treated unfavourably because of who you are whereas indirect
discrimination is when there’s a practice, policy or rule which
applies to everyone in the same way, but it has a worse effect on
some people than others. Learners need to give examples which
illustrate these concepts. Evidence may be a written or verbal learner
statement, an assessor record.
For criteria 4.5 the learner must describe the effects that different
types of discrimination can have on individuals. Effects can be in
terms of emotional well-being, personal development and/or career
progression. Evidence may be a written or verbal learner statement,
an assessor record.
For criteria 4.6 the learner must describe the effects that different
types of prejudice can have on individuals. Effects can be in terms of
emotional well-being, personal development and/or career
progression. Evidence may be a written or verbal learner statement,
an assessor record.
For criteria 5.1 the learner must describe factors and characteristics
that make a person who they are. eg people from different areas may
have a different outlook, someone who has grown up in a multicultural city may have a greater tolerance of difference than
someone from a small village, a child who comes from a large family
may have different character traits than an only child, or someone
who comes from a sporting background may be more competitive
than those who don’t. The learner can describe this orally or in
writing.
For criteria 5.2 the learner must describe what having multiple
characteristics means eg someone can be white and gay or disabled
and Muslim. Evidence may be a written or verbal learner statement,
an assessor record.
For criteria 5.3 the learner must describe their own multiple
characteristics showing an understanding of this concept. Evidence
may be a written or verbal learner statement, an assessor record.
For criteria 5.4 the learner must describe the multiple
characteristics of another person. This can be a peer, family member
of other personality. Evidence may be a written or verbal learner
statement, an assessor record.
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For criteria 5.5 the learner must illustrate how an individual can
identify as belonging to a number of different groups eg a primary
group is typically a small social group whose members share close,
personal, enduring relationships such as a family whereas a
secondary group is one you have chosen to be a part of and can be
based on interests and activities. Evidence may be a written or verbal
learner statement, an assessor record.
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City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Unit 202
Equality and diversity in the
community
UAN:
H/506/2235
Level:
2
Credit value:
6
GLH:
60
Aim:
The aim of this unit is to develop learners
understanding of the potential inequalities
which may occur within a community and
what support services and groups exist to
ensure equality and diversity is maintained.
Learning outcome
The learner will:
1. Understand the extent of diversity within a community.
Assessment criteria
The learner can:
1.1 describe the extent of diversity that exists within a community
1.2 give examples of physical diversity within a community.
Range
1.1 diversity within a community – gender, social class, upbringing,
culture, religion, ethnicity, age
1.2 physical diversity – coexistence in one community
Learning outcome
The learner will:
2. Understand the value to communities in creating and maintaining a
diverse environment.
Assessment criteria
The learner can:
2.1 describe the types of equality that can occur within a community
2.2 describe the benefits of equality and diversity within a community.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 21
Learning outcome
The learner will:
3. Understand the potential inequality that can occur within a
community.
Assessment criteria
The learner can:
3.1 describe the types of inequality that can occur within a
community
3.2 describe the threats that may exist to equality and diversity within
a community.
Range
3.1 inequality – access to facilities/services, wealth/income, housing,
exclusion, education.
3.2 threats – ignorance, intolerance, extremism, rumour/myth, social
media, media.
Learning outcome
The learner will:
4. Understand the support services and groups that exist within a
community to ensure equality and diversity is maintained.
Assessment criteria
The learner can:
4.1 describe the range of support services and groups that exist within
a community to support the promotion of equality and diversity
4.2 identify potential users of the support services and groups.
Range
4.1 equality and diversity – gender, sexual orientation, age, ethnicity,
disability, religion and belief.
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Unit 202
Equality and diversity in the
community
Supporting information
Guidance and Evidence
For criterion 1.1 the learner must describe the extent of diversity
that exists within a community eg different people living in one
community. Evidence may be a written or verbal learner statement,
an assessor record.
For criterion 1.2 the learner must give examples of physical
diversity in the community eg different groups co-existing in one
community, housing (people living in sheltered accommodation),
schools (people of different faiths going to different schools),
churches, health care (public and private). Evidence may be a written
or verbal learner statement, an assessor record.
For criterion 2.1 the learner must describe the types of equality that
can occur within community in terms of respect and fairness for all
people regardless of differences to ensure no one feels
disadvantaged or discriminated against. Evidence may be a written
or verbal learner statement, an assessor record.
For criterion 2.2 the learner must describe the benefits of equality
and diversity within a community eg everyone feels valued and
respected, can take advantage of a huge variety of experience and
knowledge such as the arts, music, cuisine, passes on message to
young people that diversity is important. Evidence may be a written
or verbal learner statement, an assessor record.
For criterion 3.1 the learner must describe the types of inequality
that can occur within a community eg allocation of housing, poor
educational facilities. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 3.2 the learner must describe the threats that may exist
to equality and diversity within a community and how these affect
the community eg the use of cyber bullying or media coverage of
world events. Evidence may be a written or verbal learner statement,
an assessor record.
For criterion 4.1 the learner must describe the range of support
services and groups that exist within a community to support the
promotion of equality and diversity eg Disability Action, ACAS,
Friends and Family of Travellers, LGBT. Evidence may be a written or
verbal learner statement, an assessor record.
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For criterion 4.2 the learner must identify potential users of the
support services and groups described for criterion 4.1 eg a disabled
person, an employee who has a grievance, a Traveller, a gay man.
Evidence may be a written or verbal learner statement, an assessor
record.
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Unit 203
Equality and diversity in the
workplace
UAN:
K/506/2236
Level:
2
Credit value:
6
GLH:
60
Aim:
The aim of this unit is to develop an
understanding of the meaning of Equality
and Diversity in the workplace.
Learning outcome
The learner will:
1. Understand the meaning of equality and diversity in the workplace.
Assessment criteria
The learner can:
1.1 describe what equality and diversity means to organisations in
relation to:
a. recruitment
b. pay
c. conditions
d. promotion opportunities
1.2 describe the benefits to an organisation of having a diverse
workforce
1.3 describe how organisations can promote and maintain equality
and diversity in the workplace
1.4 describe the difficulties that can arise in trying to establish and
maintain a diverse workplace
1.5 describe how equality and diversity can be promoted and
maintained by employees.
Range
1.3 equality and diversity – gender, sexual orientation, age, ethnicity,
disability, religion and belief.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 25
Learning outcome
The learner will:
2. Understand how equality and diversity is monitored in the
workplace.
Assessment criteria
The learner can:
2.1 describe policies, codes of conduct and guidance relating to
equality within the workplace that encourage and protect equality
and diversity
2.2 describe how equality and diversity is monitored in the workplace
2.3 describe an organisation’s sanctions on employees for breach of
their policies, codes of conduct or guidelines where equality and
diversity is concerned
2.4 describe the consequences for an organisation of not trying to
create or maintain a diverse and equal environment, looking at:
a. legal consequences
b. economic/business consequences
c. social/moral consequences
2.5 outline any additional duties placed on public sector organisations
under current equality legislation.
Learning outcome
The learner will:
3. Understand how the rights of individuals are protected in the
workplace.
Assessment criteria
The learner can:
3.1 describe the rights individuals have under current legislation
3.2 describe the responsibilities for equality and diversity in the
workplace of:
a. employees
b. employers
3.3 describe the difference between positive action and positive
discrimination
3.4 explain the importance of making sure equality and diversity
procedures are followed in the workplace
3.5 describe the types of organisations that provide support and
information about the rights of individuals in relation to equality
and diversity
3.6 describe the services that these organisations can offer to
individuals.
Range
3.3 positive action – is permitted in employability.
3.3 positive discrimination – is prohibited in employability.
26
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Unit 203
Equality and diversity in the
workplace
Supporting information
Guidance and Evidence
For criterion 1.1 the learner must describe what equality and diversity
means to organisations in relation to: recruitment, pay, conditions, and
promotion opportunities. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 1.2 the learner must describe the benefits to an
organisation of having a diverse workforce eg pooling the diverse
knowledge, new customers, responsiveness to changing conditions,
inclusive environment, greater mix of experiences, cultural
understanding. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 1.3 the learner must describe how organisations can
promote and maintain equality and diversity in the workplace eg zero
tolerance policy, discourage cliques, diversity training, employees of
all backgrounds feeling valued. Evidence may be a written or verbal
learner statement, an assessor record.
For criterion 1.4 the learner must describe the difficulties that can
arise in trying to establish and maintain a diverse workplace eg
resistance to change, language barriers, ignorance and prejudice.
Evidence may be a written or verbal learner statement, an assessor
record.
For criterion 1.5 the learner must describe how equality and
diversity can be promoted and maintained by employees eg
discourage cliques, speak to each other respectfully and share
opinions. Evidence may be a written or verbal learner statement, an
assessor record.
.
For criterion 2.1 the learner must describe policies, codes of
conduct and guidance relating to equality within the workplace that
encourage and protect equality and diversity. Evidence may be a
written or verbal learner statement, an assessor record.
For criterion 2.2 the learner must describe how equality and
diversity is monitored according to the equality legislation in the
workplace. Evidence may be a written or verbal learner statement, an
assessor record.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 27
For criterion 2.3 the learner must describe an organisation’s sanctions on
employees for breach of their policies, codes of conduct or guidelines
where equality and diversity is concerned eg Equality and Diversity Policy.
Evidence may be a written or verbal learner statement, an assessor record.
For criterion 2.4 the leaner must describe the consequences for an
organisation of not trying to create or maintain a diverse and equal
environment, looking at:
 legal consequences
 economic/business consequences
 social/moral consequences
Evidence may be a written or verbal learner statement, an assessor record.
For criterion 2.5 the learner must outline any additional duties placed on
public sector organisations under current equality legislation eg Equality
Act 2010 places additional responsibilities and duties on Public Sector
Employers. Evidence may be a written or verbal learner statement, an
assessor record.
For criterion 3.1 the learner must describe the rights individuals have
under current legislation. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 3.2 the learner must describe the responsibilities for equality
and diversity in the workplace of:
 employees
 employers
Evidence may be a written or verbal learner statement, an assessor record.
For criterion 3.3 the learner must describe the difference between positive
action and positive discrimination. Positive action is where an employer can
provide support, training or encourage people from a particular racial
group. Positive discrimination is giving preferential treatment in the
workforce to a member of a minority group. Evidence may be a written or
verbal learner statement, an assessor record.
For criterion 3.4 the learner must explain the importance of making sure
equality and diversity procedures are followed in the workplace. Evidence
may be a written or verbal learner statement, an assessor record.
For criterion 3.5 the learner must describe the types of organisations that
provide support and information about the rights of individuals in relation
to equality and diversity. Evidence may be a written or verbal learner
statement, an assessor record.
For criterion 3.6 the learner must describe the services that these
organisations can offer to individuals. Evidence may be a written or verbal
learner statement, an assessor record.
28
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Appendix 1
Sources of general information
The following documents contain essential information for centres
delivering City & Guilds qualifications. They should be referred to in
conjunction with this handbook. To download the documents and to find
other useful documents, go to the Centres and Training Providers
homepage on www.cityandguilds.com.
Centre Manual - contains detailed information about the processes which
must be followed and requirements which must be met for a centre to
achieve ‘approved centre’ status, or to offer a particular qualification, as
well as updates and good practice exemplars for City & Guilds assessment
and policy issues. Specifically, the document includes sections on:
 The centre and qualification approval process
 Assessment, internal quality assurance and examination roles at the
centre
 Registration and certification of candidates
 Non-compliance
 Complaints and appeals
 Equal opportunities
 Data protection
 Management systems
 Maintaining records
 Assessment
 Internal quality assurance
 External quality assurance.
Our Quality Assurance Requirements encompasses all of the relevant
requirements of key regulatory documents such as:
 Regulatory Arrangements for the Qualifications and Credit Framework
 SQA Awarding Body Criteria
 NVQ Code of Practice
 sets out the criteria that centres should adhere to pre and post centre
and qualification approval.
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00]) 29
Access to Assessment & Qualifications provides full details of the
arrangements that may be made to facilitate access to assessments and
qualifications for candidates who are eligible for adjustments in
assessment.
The centre homepage section of the City & Guilds website also contains
useful information on such things as:
 Walled Garden: how to register and certificate candidates on line
 Qualifications and Credit Framework (QCF): general guidance about
the QCF and how qualifications will change, as well as information on
the IT systems needed and FAQs
 Events: dates and information on the latest Centre events
 Online assessment: how to register for e-assessments.
30
City & Guilds Level 1/2/3 Award / Certificate / Diploma in/for [subject / job role] (0000-[00])
Useful contacts
UK learners
General qualification
information
T: +44 (0)844 543 0033
E: [email protected]
International learners
General qualification information
T: +44 (0)844 543 0033
F: +44 (0)20 7294 2413
E: [email protected]
Centres
Exam entries, Certificates,
Registrations/enrolment, Invoices,
Missing or late exam materials,
Nominal roll reports, Results
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: [email protected]
Single subject qualifications
Exam entries, Results, Certification,
Missing or late exam materials,
Incorrect exam papers, Forms
request (BB, results entry), Exam
date and time change
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
F: +44 (0)20 7294 2404 (BB forms)
E: [email protected]
International awards
Results, Entries, Enrolments,
Invoices, Missing or late exam
materials, Nominal roll reports
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: [email protected]
Walled Garden
Re-issue of password or username,
Technical problems, Entries,
Results, e-assessment, Navigation,
User/menu option, Problems
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
E: [email protected]
Employer
Employer solutions, Mapping,
Accreditation, Development Skills,
Consultancy
T: +44 (0)121 503 8993
E: [email protected]
Publications
Logbooks, Centre documents,
Forms, Free literature
T: +44 (0)844 543 0000
F: +44 (0)20 7294 2413
Every effort has been made to ensure that the information contained in this
publication is true and correct at the time of going to press. However, City &
Guilds’ products and services are subject to continuous development and
improvement and the right is reserved to change products and services from
time to time. City & Guilds cannot accept liability for loss or damage arising
from the use of information in this publication.
If you have a complaint, or any suggestions for improvement about any of
the services that we provide, email:
[email protected]
About City & Guilds
As the UK’s leading vocational education organisation, City
& Guilds is leading the talent revolution by inspiring people
to unlock their potential and develop their skills. We offer
over 500 qualifications across 28 industries through 8500
centres worldwide and award around two million
certificates every year. City & Guilds is recognised and
respected by employers across the world as a sign of
quality and exceptional training.
City & Guilds Group
The City & Guilds Group operates from three major hubs:
London (servicing Europe, the Caribbean and Americas),
Johannesburg (servicing Africa), and Singapore (servicing
Asia, Australia and New Zealand). The Group also includes
the Institute of Leadership & Management (management
and leadership qualifications), City & Guilds Licence to
Practice (land-based qualifications), the Centre for Skills
Development (CSD works to improve the policy and
practice of vocational education and training worldwide)
and Learning Assistant (an online e-portfolio).
Copyright
The content of this document is, unless otherwise
indicated, © The City and Guilds of London Institute and
may not be copied, reproduced or distributed without
prior written consent. However, approved City & Guilds
centres and candidates studying for City & Guilds
qualifications may photocopy this document free of charge
and/or include a PDF version of it on centre intranets on
the following conditions:

centre staff may copy the material only for the purpose
of teaching candidates working towards a City & Guilds
qualification, or for internal administration purposes

candidates may copy the material only for their own
use when working towards a City & Guilds qualification
The Standard Copying Conditions (see the City & Guilds
website) also apply.
Please note: National Occupational Standards are not ©
The City and Guilds of London Institute. Please check the
conditions upon which they may be copied with the
relevant Sector Skills Council.
Published by City & Guilds, a registered charity established
to promote education and training
City & Guilds
1 Giltspur Street
London EC1A 9DD
T +44 (0)844 543 0000
F +44 (0)20 7294 2413
www.cityandguilds.com
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